Week 1 of First Six Weeks Use counters or draw a picture to solve the problem. Day 1 Each day before school, mom makes pancakes for the family. If Mom has two and a half dozen eggs and each day she uses 2 eggs, how many days can Mom make pancakes? a) What do you need to find out? b) What operation(s) will you use and why? c) Write number sentences to show how you solved the problem. Label your answer. Day 2 Number Card Template and directions attached. Day 3 Each table group will need a number deck of cards (0-9) a) Place the deck of cards face down in the center of the table. b) Each student will take turns selecting six cards from the deck and arranging them to create the greatest possible six-digit number. c) The group will compare the created numbers and write them in order from greatest to least. Use the following number tiles to answer the questions. 0 7 3 0 9 1 a) Create a six-digit number with the least possible value using the number tiles. Write your number and in your math journal. b) How did you decide where to place the zeros? c) What digit is in the tens place? 2012, TESCCC 03/29/12 page 1 of 14
Week 1 of First Six Weeks (cont.) Day 4 Use counters or draw a picture to solve the problem. Tamara has 54 stamps in her collection. Cynthia has half as many stamps as Diane. Diane has twice as many stamps as Tamara. Each person has how many stamps? Together they have how many stamps? a) What do you need to find out? b) What operation(s) will you use and why? Show how you solved each problem in a solution sentence. c) Write a number sentence showing each solution. Day 5 Fact Time 2012, TESCCC 03/29/12 page 2 of 14
Week 2 of First Six Weeks Day 1 Use the following cards to answer the questions. 3 0 2 9 3 9 a) What is the greatest 6-digit number you can create using the number cards? b) Write the greatest 6-digit number created in expanded notation. c) What is the least 6-digit number you can create using the number cards? d) Write the least 6-digit number created in word form. Day 2 You may use counters, base-ten blocks, or draw a picture to help solve the problem. Ruth has been saving money to buy a new game that costs $12.00. If Ruth has 9 quarters, 24 nickels, 8 one dollar bills, and 48 pennies, how much money has Ruth saved? a) What operation(s) did you use to solve the problem? Describe how the operation(s) were used. b) Write a solution sentence to show how you solved the problem. c) Does she have enough money to buy the game? Explain. Day 3 Sue displayed a number using the following base-ten blocks: six 100-flats, thirty-three units, two 10-longs, and one 1,000-cube. a) What number is Sue displaying? b) How many 100 flats would Sue need to add to her displayed number in order to create a number between 2,550 and 2,560? Explain. c) What is Sue s new number? 2012, TESCCC 03/29/12 page 3 of 14
Week 2 of First Six Weeks (cont.) Day 4 a) Ashlyn s mother bought 125 snack packs for the class field trip to Fun City. Ashlyn ate 2 snack packs on the bus and gave each of her three best friends twice as many snack packs as she ate. If there are 109 students in Ashlyn s fourth grade class, will each student in the class get a snack pack when they get to Fun City? Why or why not? b) What operation(s) were used to solve the problem? Explain. c) Write number sentences to show how you solved the problem and explain your solution. Day 5 Fact Time 2012, TESCCC 03/29/12 page 4 of 14
Week 3 of First Six Weeks Day 1 The table below shows a relationship between the numbers in column A and column B. Use the information given in each column to identify the missing numbers. A B 3? 5 20? 28 9? 11? 52 a) What is the relationship between the numbers in column A and column B? b) What other patterns do you see in the table? Day 2 Colorado is known as the land of the 14ers which means that there are many mountains that are over fourteen thousand feet high. The most famous mountain is Pikes Peak with an elevation of 14,110 feet. Other Collegiate Peak s elevations in Colorado are listed in the table below: Mt. Harvard Mt. Columbia Mt. Yale Mt. Oxford Mt. Princeton 14,420 feet 14,073 feet 14,196 feet 14,153 feet 14,197 feet a) Including Pike s Peak, order the mountains by name and by height from the greatest to least. b) Estimate the difference between the tallest mountain and the shortest mountain by rounding both heights to the nearest hundred. c) Determine the actual difference between the two mountains in part (b). How does your estimation compare to the actual difference in elevations? Day 3 Carl has 7 one dollar bills, 9 quarters and 19 nickels and 63 pennies. Carl has how much money? a) What operation(s) will you use to solve the problems? Explain. b) Write a number sentence to show the total amount of Carl s money. c) If he wants to buy some hats for $2.59 each, how many hats can he buy? Will he have any money left? Write a number sentence to show how many hats he can buy and how much money Carl will have left. 2012, TESCCC 03/29/12 page 5 of 14
Fourth Grade Spiraling Review Week 3 of First Six Weeks (cont.) Day 4 Each table group will need a deck of number cards (0-9) placed face down on the table. Students will take turns drawing nine cards from the deck. a) Each student is to rearrange their nine cards to create the greatest possible value and compare the numbers in the group. b) Write the created numbers in order from greatest to least. c) Each student is to rearrange their nine cards to create the least possible value and compare the numbers created in the group. d) Write the numbers from least to greatest. Day 5 Fact Time 2012, TESCCC 03/29/12 page 6 of 14
Week 4 of First Six Weeks Day 1 Erica had to keep a record of the number of jumps made by her team for the Jump on One Foot contest at school. On Monday, her team jumped 298 times. On Tuesday, her team jumped 217 times. On Wednesday, her team jumped 233 times. On Thursday, her team jumped 206 times. The school record is 998 times. How many times will her team have to jump on Friday to break the record? a) Estimate the number of jumps by rounding each day s total to the nearest hundred and predicting the number of jumps needed on Friday. Write your estimate and prediction in your journal. b) Show how you solved the actual problem in a solution sentence. c) How close was your estimate compared to the actual answer? Day 2 The Travis girls swim team will be competing in the famous Buena Vista Backstroke Relays. Each coach can only bring five swimmers. Yesterday the team competed for the five top spots, and the swimmers and their scores are listed below. Team Seconds Carol 42.19 Christy 42.99 Holly 41.05 Parker 41.97 Ruby 41.59 Peggy 42.06 Faye 41.64 Kerri 42.07 Blake 42.1 a) If you were the coach, which team members would you choose and why? List your team along with their scores in order starting with the fastest swimmer. b) Compare the swim times of Blake and Carol. Write a number sentence to determine the difference in their times. c) Write a sentence in words to describe the difference in swim times between Blake and Carol. 2012, TESCCC 03/29/12 page 7 of 14
Week 4 of First Six Weeks (cont.) Day 3 The population of Houston in 2010 was two million, ninety-nine thousand, four hundred fiftyone people. a) Write the population using numbers. b) Write the population in expanded notation. c) In what place is the zero located? Day 4 Look at the number line below. 4.2 4.6 5.8 a) What is the relationship between each numbered point on this number line? b) Draw and complete the number line. Day 5 Fact Time 2012, TESCCC 03/29/12 page 8 of 14
Day 1 Fourth Grade Spiraling Review Week 5 of First Six Weeks Use base-ten blocks or hundreds grid paper to help solve the problem. Tamara had $36.50 to spend at the fair. Cynthia had twenty dollars more than Tamara. She decided to give $24.00 of her money to her little sister, Carol, so that she could also go to the fair. If the ticket to enter the fair is $4.75, how much money will each person have left to spend on rides? a) Write a number sentence to represent how much money each person had left to spend on rides. b) If each ride cost $5.00, how many rides can each person purchase? Explain your solution process. Day 2 Each table group will need a deck of cards placed face down. The object of this game is to create either the greatest possible number or the least possible number. a) Each student will draw nine cards from the deck. b) Without looking at the cards drawn by other members of the group, each student must decide if he or she wants to arrange their cards to create the greatest possible value or the least possible value. c) The group will compare their created numbers to find which members won the game. d) Write the numbers in order from least to greatest in your journal and identify the winners of the game. Day 3 Jose just began working for his dad after school. If he will be paid $13 each week and plans to save for a phone that costs $147.43, how many weeks will Jose have to work? a) Draw a number line to show how many weeks he will need to work before he can buy the phone. b) Describe how you used the number line to find the solution. c) How many weeks will it take Jose to buy the phone? Write a solution sentence. 2012, TESCCC 03/29/12 page 9 of 14
Week 5 of First Six Weeks (cont.) Day 4 Look at the two tables and answer the question below. Day 5 Fact Time Table A 4, 354,648 2, 540,706 3, 266,168 1, 522,680 Table B 6,411,683 4,593,499 2,679,671 1,861,499 a) The number 2,097,673 belongs in which table? Explain why. b) Create a six-digit number to add to each table that will have the greatest value. 2012, TESCCC 03/29/12 page 10 of 14
First Six Weeks Answer Keys (pp. 1 of 3) Week 1 Answer Key: Processes may vary. Day 1 a) I need to find out how many days Mom can make pancakes. b) Answers may vary. Addition or multiplication to figure out the number of eggs and then I divided by 2 to find the number of days. c) 24 + 6 = 30 eggs or 2 x 12 = 24 and 24 + 6 = 30; 30 2 = 15 days Day 2 Answers depend on the cards drawn. Day 3 a) 100,379 b) Answers may vary. I had to place the 1 first, because I could not start with the zeros to create a six-digit number, and I needed the digits with the smallest value placed in the largest-valued place in order to create a number with the smallest value. c) 7 is in the tens place Day 4 a) How many stamps each person has and the total number of stamps. b) Answers may vary. Multiplication or addition to find Diane s stamps; Division to find Cynthia s stamps. Then, addition to find the total number of stamps. c) Tamara has 54 stamps: Diane has 54 x 2 = 108 stamps or 54 + 54 = 108 stamps; Cynthia has 108 2 = 54 stamps; Total: 54 + 108 + 54 = 216 stamps Day 5 Fact Time Week 2 Answer Key: Processes may vary. Day 1 a) 993,320 b) 900,000 + 90,000 + 3,000 + 300 + 20 c) 203,399 d) Two hundred three thousand, three hundred ninety-nine Day 2 a) Multiplication and addition; I multiplied 9 x 25 for the quarters; added 5 x 24 for the nickels; added 8 dollars and added 48 cents. b) $2.25 + $1.20 + $8.00 + $.48 = $11.93 c) Yes. $12.00 - $11.93 = $0.07 meaning she has seven cents left over. Day 3 a) 600 + 33 + 20 + 1,000 = 1,653 b) First I compared the number 1,653 to 2,550 to decide how many hundreds to add. I decided on nine 100-flats, because I knew 6 hundred + 9 hundred = 15 hundred. c) 1,653 + 900 = 2,553 which is between 2,550 and 2,560. Day 4 a) I used multiplication and addition to find the number of snack packs eaten on the bus. I used subtraction to determine if there were enough snack packs left to give one to each student. b) 3 x 4 = 12, 12 + 2 = 14 snack packs eaten on the bus; 125 14 = 111 which is enough to give each of the 109 students a snack pack with two snack packs left over. Day 5 Fact Time 2012, TESCCC 03/29/12 page 11 of 14
Week 3 Answer Key: Processes may vary. Day 1 A B 3 12 5 20 7 28 9 36 11 44 13 52 Day 2 a) Fourth Grade Spiraling Review First Six Weeks Answer Keys (pp. 2 of 3) a) The relationship between column A and column B is that the number in column A is 4 times the value of the number in column B. Or, the number in column B is a multiple of the number in column A. Or, the number in column B divided by 4 equals the number in column A. b) The numbers in the first column are all odd and skip by 2.The numbers in the second column increase by eight and are all even numbers. Mt. Harvard Mt. Princeton Mt. Yale Mt. Oxford Mt. Pikes Peak Mt. Columbia 14,420 feet 14,197 feet 14,196 feet 14,153 feet 14,110 feet 14,073 feet Day 3 Day 4 Day 5 b) Estimates to the nearest hundred: Mt. Harvard 14,400 and Mt. Columbia 14,100. The estimated difference is 300 feet. c) Actual difference in elevation or height is 14,420 14,073 = 347 feet. The estimate and actual are close in value. a) Addition to find the total and subtraction to find how much money was left. b) $7.00 + 2.25 + $0.95 + $0.63 = $10.83 c) He can buy four hats: $2.59 + $2.59 + $2.59 + $2.59 = $10.36. So, $10.83 $10.36 = $0.47 left. a) Depends on the cards drawn. Fact Time 2012, TESCCC 03/29/12 page 12 of 14
First Six Weeks Answer Keys (pp. 3 of 3) Week 4 Answer Key: Processes may vary. Day 1 a) 300 + 200 + 200 + 200 = 900 1,000 900 = 100 jumps b) 298 + 217+ 233+ 206 = 954, 998 954 = 44 to tie; 45 times to break the record c) Answers may vary. Day 2 a) Holly 41.05 Ruby 41.59 Faye 41.64 Parker 41.97 Kerri 42.07 b) 42.19 42.10 =.09 seconds c) Answers may vary: Blake swam 9 hundredths of a second faster than Carol. Or, Carol trailed behind Blake by 9 hundredths of a second; etc. Day 3 a) 2,099,451 b) 2,000,000 + 90,000 + 9,000 + 400 + 50 + 1 c) The zero is in the hundred thousands place. Day 4 a) The rule is to skip count by four tenths. b) Day 5 Fact Time 3.0 3.4 3.8 4.2 4.6 5.0 5.4 5.8 6.2 6.6 7.0 7.4 Week 5 Answer Key: Processes may vary. Day 1 a) Tamara had $36.50 $4.75 = $31.75; Cynthia had $36.50 + 20.00 = $56.50; $56.50 $24 = $32.50; $32.50 $4.75 = $27.75; Carol had $24.00 $4.75 = $19.25. b) Tamara can ride 6 rides because $5 x 6 rides is $30 and $31.75 - $30 = $1.75 left; Cynthia can ride 5 rides because $5 x 5 rides is $25 and $27.75 - $25 = $2.75 left; and Carol can ride 3 rides because $5 x 3 = $15 and $19.25 - $15 = $4.25. Day 2 Day 3 Day 4 Day 5 Answers depend on the cards drawn. a) Number line should reflect how they determined the number of weeks. b) $13 x 10 = $130 and $13 x 11 = $143 which is not enough so $13 x 12 is $156 meaning Jose would have to work 12 weeks. Or, students may chunk the 13 into two 13s which is 26, and then use 26 to determine how many weeks are needed. Or some students may use the number line to represent repeated addition, etc. c) 12 weeks, $13 x 12 = $156 a) Table B because 2,097,673 is an odd number and all of the numbers in Table B are odd numbers while all of the numbers in Table A are even numbers. b) Answers may vary. Table A must have an even number, and Table B must be an odd number. Fact Time 2012, TESCCC 03/29/12 page 13 of 14
Teacher Tip: Run four copies of the Number Cards template to create one deck. If possible, run each deck on a different color of cardstock or mark each created deck with a different color sticky dot to prevent mixing the decks of cards. (The extra zero can be added to the deck to use for place value problems.) Number Cards Template 0 1 2 3 4 5 6 7 8 9 0 2012, TESCCC 03/29/12 page 14 of 14